PENGARUH MODEL PEMBELAJARAN DISCOVERY LEARNING TERHADAP HASIL BELAJAR KIMIA PADA MATERI PERSAMAAN LAKU REAKSI DAN FAKTOR-FAKTOR YANG MEMPENGARUHI LAJU REAKSI

KHUMA'IROH, NURIL HIDAYATUL and Edi, Rodi (2025) PENGARUH MODEL PEMBELAJARAN DISCOVERY LEARNING TERHADAP HASIL BELAJAR KIMIA PADA MATERI PERSAMAAN LAKU REAKSI DAN FAKTOR-FAKTOR YANG MEMPENGARUHI LAJU REAKSI. Undergraduate thesis, Sriwijaya University.

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Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Discovery Learning terhadap hasil belajar siswa pada materi Persamaan Laju Reaksi dan Faktor-Faktor yang Mempengaruhi Laju Reaksi di SMA Srijaya Negara Palembang. Penelitian ini menggunakan pendekatan kuantitatif dengan metode quasi eksperimen dan desain pre-test post-test dengan dua kelompok, yaitu kelas eksperimen dan kelas kontrol. Hasil penelitian menunjukkan bahwa terdapat peningkatan dengan rata-rata nilai pre-test dan post-test kelas eksperimen meningkat dari 39,41 menjadi 59,70, sedangkan kelas kontrol dari 43,70 menjadi 53,70. Namun, hasil uji Mann-Whitney menunjukkan nilai signifikansi sebesar 0,123 (p > 0,05), yang berarti tidak terdapat perbedaan yang signifikan secara statistik antara kelas eksperimen dan kelas kontrol. Dengan demikian, model pembelajaran Discovery Learning belum terbukti memberikan pengaruh yang signifikan terhadap hasil belajar siswa dibandingkan dengan model pembelajaran konvensional (Direct Instruction). Meskipun demikian, peningkatan nilai pada kelas eksperimen menunjukkan bahwa model ini tetap memiliki potensi untuk mendorong keaktifan dan pemahaman siswa. Oleh karena itu, model Discovery Learning dapat dipertimbangkan sebagai alternatif dalam proses pembelajaran kimia yang menuntut keterlibatan aktif siswa. Kata Kunci: Discovery Learning, Hasil Belajar, Laju Reaksi, Model Pembelajaran, Quasi Eksperimen. This study aims to determine the effect of the Discovery Learning model on students' learning outcomes in the topic of Reaction Rate Equations and Factors Affecting Reaction Rates at SMA Srijaya Negara Palembang. The research employed a quantitative approach using a quasi-experimental method with a pre-test and post-test design involving two groups: an experimental class and a control class. The results showed an increase in learning outcomes in both classes. The average score in the experimental class increased from 39.41 to 59.70, while in the control class it increased from 43.70 to 53.70. However, the Mann-Whitney test yielded a significance value of 0.123 (p > 0.05), indicating no statistically significant difference between the experimental and control classes. Thus, the Discovery Learning model has not been proven to have a significant effect on students' learning outcomes compared to the conventional Direct Instruction model. Nevertheless, the increase in scores in the experimental class suggests that this model still holds potential to enhance student engagement and understanding. Therefore, Discovery Learning may be considered as an alternative strategy in teaching chemistry topics that require active student participation. Keywords: Discovery Learning, Learning Outcomes, Reaction Rate, Learning Model, Quasi-Experimental.

Item Type:	Thesis (Undergraduate)
Uncontrolled Keywords:	Discovery Learning, Hasil Belajar, Laju Reaksi, Model Pembelajaran, Quasi Eksperimen
Subjects:	L Education > LB Theory and practice of education > LB5-3640 Theory and practice of education
Divisions:	06-Faculty of Education and Educational Science > 84204-Chemistry Education (S1)
Depositing User:	Nuril Hidayatul Khuma'iroh
Date Deposited:	30 Jul 2025 01:32
Last Modified:	30 Jul 2025 01:32
URI:	http://repository.unsri.ac.id/id/eprint/181545

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